ATITUDES OF ISRAELI AND SLOVAK STUDENT – TEACHER TOWARDS THE INCLUSION OF STUDENTD WITH SPECIAL NEEDS IN MAINSTREAM EDUCATION: A COMPARATIVE STUDY

Tsafi TIMOR, Jana HARTANSKA

Abstract


The goal of this study was to explore the
similarities and differences in the attitudes of
two groups of student-teachers from different
cultures: a group of Israelis and a group of
Slovaks.The two groups were divided into pairs
who carried out an e-mail correspondence on
the topic The Inclusion of Students with Special
Needs in Mainstream Education. The content
analysis of the posts addressed three categories:
Theoretical and practical knowledge of special
needs, Attitudes towards special needs and
inclusion, Strategies for coping with differences
in heterogeneous classes. The findings yielded a
similarity in the positive attitudes towards
inclusion between the two groups. However,
the groups differed in their theoretical and
practical knowledge because the Slovak group
had limited teaching experience and no academic courses on inclusive education. The findings
break the existing link between academic
courses/teaching experience, and positive
attitudes towards inclusion, and suggest a
different way of thinking. They also highlight
the need to explore conceptual differences
between cultures.

Full Text:

PDF

References


Amendment 7 to the Special Education Act [Online]. 2002 [cited 2013 Aug]; Available from URL: http:// www. knesset. gov.il/ laws/ heb/FileD.asp? Type=1& LawNum= 1876&SubNum=2

Vrabcova D, Vacek P, Lašek J. Educational Policies that Address Social Inequality. Country Report: Slovak Republic Department of Pedagogy and Psychology, Faculty of Education, Hradec Králové University, Czech Republic. 2008b. London: IPSE.[cited 2013 Oct.]. Available from URL: http//www. epasi.eu.

Burke K, Sutherland C. Attitudes toward inclusion: Knowledge vs. experience. Education; 2004; 125(2): 163-172.

Hoffman KJ. Inclusion: Secondary teacher attitudes toward inclusion of special needs students into regular classrooms. Doctoral dissertation, Illinois State University; [online]. 2006 [cited 2013 Sept]; Available from: ProQuest Digital Dissertations Database.

Lee-Tarver A. Are individualized education plans a good thing? A survey of teachers' perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology; 2006; 33(4): 263-272.

Phillips M. The lived experience of general educator inclusion teachers. Doctoral dissertation, Walden University; [online]. 2007 [cited 2013 Sept]; Available from URL: ProQuest Digital Dissertations database.

Moon JA. A handbook of reflective and experiential learning. London: Routledge Farmer; 2007.

Lewis CD. Attitudes and perceptions toward inclu¬sion among secondary special and general edu¬cation teachers working in north Alabama schools. Doctoral dissertation, Tennessee State Uni¬versity; [online]. 2007 [cited 2013 Sept]; Available from: ProQuest Digital Dissertations database.

Sinkfield C. Classroom teacher attitudes toward inclusion with emphasis on students with visual impairments. Doctoral dissertation, University of the Incarnate Word; [online]. 2007 [cited 2013 Oct]; Available from: ProQuest Digital Dissertations Database.

Winship JM. Attitudes of pre-service teachers toward individuals with disabilities and inclusion. Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy, Capella University; [online]. 2008 [cited 2013 0ct]; Available from: ProQuest Digital Dissertations Database.

Hemmings B, Woodcock S. Preservice teachers’ views of inclusive education: a content analysis. Australasian Journal of Special Education; 2011; vol. 35(2): 103-116 DOI:10.1375/ajse.35.2.103

Forlin C. Inclusion: Identifying potential stressors for regular class teachers. Educational Research; 2001; 43:235-245.

doi: 10.1080/00131880110081017

Lancaster J, Bain A. The design of inclusive education courses and the self-efficacy ofpreservice teacher education students. International Journal of Disability, Development and Education; 2007; 54:245-256. doi:10.1080/10349120701330610

Winter EC. Preparing new teachers for inclusive schools and classrooms. Support for Learning; 2006; 21:85-91. doi:10.1111/ j.1467-9604.2006.00409.x

Varcoe L, Boyle, C. Pre-service primary teachers’ attitudes towards inclusive Education.Educational Psychology. [online]. 2013 [cited 2013 Dec.]; Available from URL: http://dx.doi.org/10.1080/01443410.2013.785061

Nagata N. Characteristics of teacher preparation programs and the issue perceptions of teacher educators in deaf education. Unpublished doctoral dissertation, The Ohio State University, Columbus; 2005.

Tait K, Purdie N. Attitudes toward disability: Teacher education for inclusive environments in an Australian university. International Journal of Disability, Development and Education; 2000; 47:25-38. doi:10.1080/ 103491200116110

Leatherman JM, Niemeyer JA. Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education; 2005; 26:23-36. doi:10.1080/10901020590918979

Loreman C, Forlin C, Sharma U. An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education. Disability Studies Quarterly. Fall 2007; 4. Available from URL: http://dsq-sds.org/article/view/53/53

Loreman T, Deppeler J, Harvey D. Inclusive Education: A practical guide to supporting diversity in the classroom. Sydney: Allen & Unwin. 2005. 21. Sharma U, Forlin C, Loreman T, Earle, C. Impact of training on pre-service teachers' attitudes about inclusive education, concerns about inclusive education, and sentiments about persons with disabilities. International Journal of Special Education. 2006; 21(2):80-93.

Subban P, Sharma U. Teachers' perceptions of in¬clu¬sive education in Victoria, Aus¬tra-lia. International Journal of Special Education. 2006; 21(1): 42-52.

Elhoweris H, Alsheikh N. Teachers’ attitudes toward inclusion. International Journal of Special Education, 2006; 21 (1): 115-118.

Al Zyoudi M, Al Sartwai A, Dodin H. Attitudes of Pre-service Teachers towards Inclusive Education in UAE and Jordan (a comparative study).International Journal of Disability, Community & Rehabilitation. 2010; 1(1). Available from URL: www.ijdcr.ca. ISSN 1703-3381

Ainscow M, Haile-Giorgis M. The Education of Chil¬dren with Special Needs: Barriers and Oppo-rtunities in Central and Eastern Europe. Inno¬centi Occasional Papers, Economic and So¬ci¬al Policy Series. Florence: UNICEF In¬ter¬na¬tio¬nal Child Development Centre; 1998; 67.

Takala M, Hausstatter RS. Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway, ISRN Education [online] [cited 2013 Oct]; Available from URL: http://dx.doi.org/ 10.5402/2012/161039

Simola H, Rinne R, Kivirauma J. Abdication of the education state or just shifting responsibilities? The appearance of a new system of reason in constructing educational governance and social exclusion/inclusion in Finland, Scandinavian Journal of Educational Research; 2002; 46(3):237-246.

Barton L, Slee R. Competition, selection and inclusive education: some observations. International Journal of Inclusive Education. 1999; 3(1): 3-12.

Cohen L, Manion L, Morrison K. Research Methods in Education (5th edn.) London, USA, Canada: Routeledge Falmer; 2000.

Hsieh HF, Shanonng SE. Three Approaches to Qualitative Content Analysis. Qualitative Health Research; 2005; 15: 1277-1288. DOI: 10.1177/1049732305276687.

Kondracki NL. Wellman NS. Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior. 2002; 34: 224-230.




DOI: http://dx.doi.org/10.2478/jser-2014-0001

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Article Metrics Graph

No metrics found.

Refbacks

  • There are currently no refbacks.